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Nowadays, Information and communication technology (ICT) influences teaching and learning science education as modeling and simulation software, whiteboards, Internet, virtual experiment, robotics programming, video, numeric books. On numeric books, there is still much development to be done. Indeed, very few of these books are interactive and consider learners' conceptual difficulties as published in the international literature review (Métioui & Trudel, 2013). The present research shared this approach and aimed to develop an interactive numeric book structure on the basic notions' magnetic and electromagnetic phenomena. We will see that the book's structure appears in line with the constructivist model of active learning. So, the ten experimental presented to give an account of the misconceptions on magnetism as listed in the review of international literature (e.g., all metals are attracted to magnets; the magnetic force of larger magnets are more robust than smaller magnets; a magnet has two poles (positive and negative like an electrical battery) and the ICT progress. We retained eight steps for the conception of the numeric book: 1. Assessment of the initial conceptions; 2. Hands-on experiment; 3. Synthesis of the hands-on experiment; 4. Scientific concepts and their historical development; 5. Assessment of conceptions after learning; and 6. The suggestion of hands-on experiment. The objectives pursued by each of these eight steps will be presenting.

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Nowadays, Information and communication technology (ICT) influences teaching and learning science education as modeling and simulation software, whiteboards, Internet, virtual experiment, robotics programming, video, numeric books. On numeric books, there is still much development to be done. Indeed, very few of these books are interactive and consider learners' conceptual difficulties as published in the international literature review (Métioui & Trudel, 2013). The present research shared this approach and aimed to develop an interactive numeric book structure on the basic notions' magnetic and electromagnetic phenomena. We will see that the book's structure appears in line with the constructivist model of active learning (von Glasersfeld, 2008). The ten experimental presented to give an account of the misconceptions on magnetism as listed in the review of international literature (Finkelstein, 2005; Métioui & Trudel, 2010; Planinic, 2006) and the ICT progress. Note that the most common misconceptions among students are :

  • all metals are attracted to magnets;
  • the magnetic force of large size magnets are more robust than smaller magnets;
  • a magnet has two poles (positive and negative like an electrical battery).

We retained eight steps for the conception of the numeric book: 1. Assessment of the initial conceptions; 2. Hands-on experiment; 3. Synthesis of the hands-on experiment; 4. Scientific concepts and their historical development; 5. Assessment of conceptions after learning; and 6. The suggestion of hands-on experiment. The objectives pursued by each of these eight steps will be presenting.

 

References

Finkelstein, N. (2005). Learning physics in context: a study of student learning about electricity and magnetism. International Journal of Science Education, 27(10), 1187–109.

Métioui, A. & Trudel, L. (2013). Contribution of the Computer Technologies in the Teaching of Physics: Critical Review and Conception of an Interactive Simulation Software. International Journal of Advanced Computer Science, 4(7): 72-76.

Métioui, A., and Trudel, L. (2010). Students' representations in teacher education on magnetism in Quebec (Canada) in Research in Didactics of the Sciences (Malgorzata Nodzynsk and Jan Rajmund Pasko, eds.), pp. 245-248, Krakòv: Pedagogical University of Krakòv.

Planinic, M. (2006). Assessment of difficulties of some conceptual areas from electricity & magnetism using the Conceptual survey of Electricity and Magnetism. American Journal of Physics, 73(12), 1143–1148.

von Glasersfeld, E. (2008). Constructivism: The Theory, Perspectives and Practice. London: The Falmer Press.

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Main author information

Abdeljalil Métioui (Canada)
Abdeljalil Métioui (Canada) 2752
Scientific production

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Louis Trudel (Canada)
Université d'Ottawa (Canada) 5260
Scientific production

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Approved